Designing and enacting instruction that enhances language for mathematics learning: A review of the state of development and research K Erath, J Ingram, J Moschkovich, S Prediger ZDM–Mathematics Education 53 (2), 245-262, 2021 | 134 | 2021 |

Discourse competence as important part of academic language proficiency in mathematics classrooms: the case of explaining to learn and learning to explain. K Erath, S Prediger, U Quasthoff, V Heller Educational Studies in Mathematics 99 (2), 161-179, 2018 | 125 | 2018 |

Mathematisch diskursive Praktiken des Erklärens: Rekonstruktion von Unterrichtsgesprächen in unterschiedlichen Mikrokulturen K Erath Springer-Verlag, 2017 | 60* | 2017 |

The language dimension of mathematical difficulties S Prediger, K Erath, EM Opitz International handbook of mathematical learning difficulties: From the …, 2019 | 56 | 2019 |

Befähigung zur Teilhabe an Unterrichtsdiskursen: Die Rolle von Diskurskompetenz S Prediger, K Erath, U Quasthoff, V Heller, AM Vogler Befähigung zu gesellschaftlicher Teilhabe–Beiträge der fachdidaktischen …, 2016 | 47 | 2016 |

Content, Interaction, or Both? Synthesizing Two German Traditions in a Video Study on Learning to Explain in Mathematics Classroom Microcultures. S Prediger, K Erath Eurasia Journal of Mathematics, Science & Technology Education 10 (4), 313-327, 2014 | 35 | 2014 |

Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements L Wessel, K Erath ZDM Mathematics Education 50 (6), 1053-1064, 2018 | 20 | 2018 |

Learning in and through classroom interaction: On the convergence of language and content learning opportunities in subject-matter learning U Quasthoff, V Heller, S Prediger, K Erath European Journal of Applied Linguistics 10 (1), 57-85, 2022 | 13 | 2022 |

Conceptualizing micro-adaptive teaching practices in content-specific ways: Case study on fractions S Prediger, K Quabeck, K Erath Journal on Mathematics Education 13 (1), 1-30, 2022 | 12 | 2022 |

Diverse epistemic participation profiles in socially established explaining practices K Erath, S Prediger Proceedings of the Ninth Congress of the European Society for Research in …, 2015 | 12 | 2015 |

Mathematical Practices as Under-Determined Learning Goals: The Case of Explaining Diagrams in Different Classroom Microcultures. K Erath, S Prediger North American Chapter of the International Group for the Psychology of …, 2014 | 12 | 2014 |

Quality dimensions for activation and participation in language-responsive mathematics classrooms K Erath, S Prediger Classroom Research on Mathematics and Language, 167-183, 2021 | 10 | 2021 |

Creating space and support vulnerable learners. Teachers’ options for facilitating participation in oral explanations and the corresponding epistemic processes K Erath Mathematical discourse that breaks barriers and creates space for …, 2018 | 10 | 2018 |

TALKING ABOUT CONCEPTUAL KNOWLEDGE: CASE STUDY ON CHALLENGES FOR STUDENTS WITH LOW LANGUAGE PROFICIENCY K Erath Proceedings of the 41st Conference of the International Group for the …, 2017 | 8 | 2017 |

What characterizes quality of mathematics classroom interaction for supporting language learners? Disentangling a complex phenomenon K Erath, S Prediger Proceedings of the IV ERME Topic Conferece'Classroom based-research on …, 2018 | 7 | 2018 |

Implicit and explicit processes of establishing explaining practices–Ambivalent learning opportunities in classroom discourse K Erath Proceedings of the Tenth Congress of the European Society for Research in …, 2017 | 7 | 2017 |

How can teachers provide learning opportunities for oral explanations? K Erath ICME 13, TSG 31, 2016 | 7 | 2016 |

Only for Multilingual Students at Risk? Cluster-Randomized Trial on Language-Responsive Mathematics Instruction S Prediger, K Erath, H Weinert, K Quabeck Journal for Research in Mathematics Education 53 (4), 255-276, 2022 | 6 | 2022 |

Enhancing students’ language in collective processes of knowledge construction in group work: the case of enlarging figures K Erath ZDM–Mathematics Education 53 (2), 317-335, 2021 | 4 | 2021 |

Mathematisch diskursive Praktiken des Erklärens in unterschiedlichen Mikrokulturen–Rekonstruktive Analysen von Unterrichtsgesprächen K Erath Dissertation, TU Dortmund.(Erscheint bei Springer), 2016 | 4 | 2016 |